Lessons will be based solely on the individual and the time they have left until the examinations. My content i have previously used has gotten me an A and A* so I believe my methods will work although they will be adapted based on the child's learning requirements. The dynamic I would like to have with my students would be that of a colleague not a teacher as I find that to be daunting for the student, and the power dynamic becomes more equal and they are more involved in the process as they know im there for them and they have to be involved for this to work. My previous experience is with stubborn children in which I have managed to figure out a dynamic in which can help both me and the student as I got them all to realise that because im not their teacher but a colleague that they have to put effort in. Im a big believer that you have to fully understand a child's experiance to teach on their level and I have done that over and over with results I have had 3 previous students each achieving 2/3/4's and being unsatisfied now they are getting consistent 7s and 8s. Although, one experience id like to bring up is a student of mine with dyslexia who thought that they were destined to fail because of this so I took them on and after 4 weeks (2 sessions a week) they went from getting grade 3 to grade 6 which isn't a great improvement but that led to the child motivating themselves and when they got their GCSEs last year they got a 7 (low grade a/high b)